Transcript Power Point Professional Development Schools Symposium 5/6/2016

National Board
Professional Development
Schools
National Board Resource Center
at Illinois State University
May 6,2016
Funded by:
AGENDA
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
• Team Collaboration / Review of Roles &
Responsibilities
5
• Lunch -
6
• Goal Setting
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
INTRODUCTIONS
School Cohorts
School District # 38
Big Hollow
District #187
North Chicago
District #97
Oak Park
Cohort #1
District #97
Oak Park
Cohort #2
District #97
Oak Park
Cohort #3
District #15
Palatine
Administrators
Teacher Liaisons
NBCT Facilitators
Robert Gold
Dawn Smith
Debbie Coolidge
Michelle Dzik, NBCT
Dr. Valerie Pientka
Suzanne Bauman
Sara Gillette
Karen Gordon, NBCT
Carrie Kamm
Tricia Groben
Ann Quinzio-Zafran, NBCT
Carrie Kamm
Jean H’eureux
Carole Einhorn, NBCT
Carrie Kamm
Nancy Guarino
Dana Limberg, NBCT
Christie Samojedny
Gabrielle Devlin
Laura Rivera, NBCT
INTRODUCTIONS
School Cohorts
Administrators
Teacher Liaisons
NBCT Facilitators
District #128
Palos Heights
Kevin Kirk
Mary Lynn Duffy
Gayle Greenwald
Julie Matula, NBCT
District #143.5
Posen-Robbins
Dr. Mable Alfred
Jacqueline Cohen
Heather Clarkson, NBCT
Melissa Wise
Jackie Roche, NBCT
Tom Bozik
Leigh Sapp, NBCT
District #60
Waukegan-Greenwood Elementary Joyce M. Meyer
District #60
Waukegan-T. Jefferson
Lee H. Gaiser
District # 12
Western Community
Jessica Funk
Susan Stout
Deborah Wasowicz, NBCT
District #101
Western Springs
Dr. Sarah Coffey
Laura Broadnax
Sue Venegas, NBCT
GUESTS
Suzanne Farmer, NBCT
Director, Kentucky Network to Transform Teaching
Carol Franks, NBCT
Effectiveness Coach at Kentucky Department of Education
Beth Edwards, NBCT
Director of Outreach and Engagement NBPTS, Virginia
Jenna Hallman, NBCT
Assistant Director, CERRA, South Carolina
Kerri Hirsch, NBCT
Teacher Evaluation Specialist, Arlington Virginia Public Schools
PRESENTERS
NBRC Professional Development Consultants
And Co-Presenters
Lori Abbott, NBCT and Jill Shoda, NBCT
Debbie Kasperski, NBCT
Director, National Board Resource Center
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Why Are We Here?
(OUTCOMES)
 Understand your partnership with the National Board
Resource Center (NBRC)
 Gain an understanding of NBPTS
 Outline Ethical Guidelines for the PD program
 Clarify the PD Team roles & responsibilities
 Establish the foundation of the PD program
(How will you manage and sustain your cohort?)
 Identify how the NB cohort will impact your students,
school and district
How Did We Get Here?
 Engaging School Teams



Administrator leadership and commitment
Motivated teachers and/or counselors
Shared commonality that will have a positive impact
on the school/district
 Pre-registering cohorts –commitment
 Financial commitment
 Applying for the Illinois NB $1,900 Candidate Fee Subsidy
 Apply to NBPTS and pay the $75 registration fee (per year)
Handouts

Access to electronic copies
http://nbrc.illinoisstate.edu/
National Board
Information
 National Board Vision
 Where Can I Find Out More About NB?
 National Board Components
 5 Core Propositions
 Architecture Of Accomplished Teaching
National Board
Certification
GUIDE TO NB CERTIFICATION
CATEGORIES FOR NATIONAL BOARD
CERTIFICATION (certificates)
WWW.BOARDCERTIFIEDTEACHERS.ORG
NATIONAL BOARD TEACHER
CERTIFICATION
The National Board process is grouped into four
components.
Component 1
• Content
Knowledge
Component 2
Component 3
Component 4
• Differentiation
• Teaching
Practice and
Learning
Environment
• Effective and
Reflective
Practitioner
in Instruction
NB Professional Development Schools
What will your journey look like?
2015-16
2016-17
2017-18
C3: Teaching
Practice and
Learning
Environment
C2: Differentiation
in Instruction
C3: Teaching
Practice and
Learning
Environment
C1: Content
Knowledge
C4: Effective and
Reflective
Practitioner
C1: Content
Knowledge
Component 2: Differentiation in Instruction
Teachers/counselors will
Describe, analyze & reflect on student work, succinctly
explaining the evidence supporting teaching decisions
Describe students’ abilities & set learning goals, giving
rationale for teaching decisions
Focus on using knowledge of individual students to
differentiate instruction
Reflect on lessons to set new learning goals to impact
student growth and achievement.
Component 4: Effective & Reflective
Practitioner
Teachers/counselors will:
Gather information from a variety of sources about a
group of students
Use assessments to effectively plan for & positively
impact learning of students they teach
Provide evidence of their collaboration with families,
the community & colleagues to advance their students’
learning & growth.
http://www.nbrc.illinoisstate.edu
21
Using the AAT when a member of a cohort or PLC: 4a,4d,4e,4f
Enhanced Architecture of Accomplished Teaching
START HERE:
•ASSESSMENT OF
STUDENTS
•Who are they?
•Where are they now?
Domain 1 –
Planning &
Preparation
1b – Knowledge of
students
1f – Designing Student
Assessment
Set new high and worthwhile goals that
are appropriate for these students at this
time.
Domain 1 –
Planning &
Preparation
1a,1b,1c,1d,1
e
•What do they need and
when do they need it?
•Where should I begin?
Domain 1 – Planning &
Preparation
1a,1b,1c,1d,1e
Set high, worthwhile goals
appropriate for these students, at
this time, in this setting
Implement instruction designed to attain
these goals.
Domain 2 – Classroom Environment - 2a, 2b,2c,2d
Domain 3 – Instruction – 3a, 3b,3d,3e
Reflect on student learning, the
effectiveness of instructional design,
particular concerns and issues.
Provide timely, meaningful feedback to
students about their level of
accomplishment of the targeted goals.
Domain 4
4a Reflecting
on Teaching
Domain 3 –
Instruction
3a, 3b, 3c,
3d,3e
Evaluate student learning in
light of the goals and the
instruction.
Domain 1 – Planning & Preparation- 1d
Domain 3 – Instruction – 3d
Copyright © 2014 National Board Resource Center at Illinois State University. All rights reserved .
22
Illinois Support System for
National Board Candidates
 Support For All Candidates
 National Board Professional
Development School Cohorts
Illinois NB Support System
 ISBE- funded $1900 subsidy for candidates
 12 two-hour Cohort Sessions over a school




year
Cohorts consist of at least 10 candidates
Online readers offered
Candidates complete Component 2 &
Component 4
All cohorts are facilitated by trained NBCT
facilitators
National Board Professional Development Schools
 Consist of at least 10 teachers in the same school, district.
 Aligned directly to school /district goals to have greater impact on
students.
 Supported by a specially trained team: an Administrator, NBCT
Facilitator, & a Teacher Liaison. The team communicates regularly to
manage & sustain the cohort.
 Focus on school based learning by completing National Board
components.
 NBCT Facilitators meet monthly online as a leadership community to
plan sessions and problem solve.
 Team Training and materials are provided.
 Ongoing support from NBRC (funding availability).
NB Professional Development School Teams
Supporting cohorts
COHORT WORKS TOWARD A
COMMON GOAL………..
…….IMPACT STUDENT
LEARNING
Reavis High School
Keys to Cohort Success
How Do we Make it All Work?
 Cohort
Culture
 Professional Conversations
 Explicit Goal Setting
Arc of
Pebbles
How does it
stay together?
What would
happen if you
removed a
pebble?
Culture of the Cohort (aka Norms)
 Shared Goal – impact students & improve practice
 Professional Conversations
 Open up practice
 Take Risks (growth mind set)
 Ask questions of each other (inquiry)
 Request Evidence
 Preparation
 Trust (not evaluative)
 Interdependence
INTERDEPENDENCE
TRUST – A Balancing Act
Norms
Broken
Norms
Kept
Losing TRUST
Building & Keeping TRUST
BREAKOUT SESSIONS
11:00 – 12:10
 Jesse Fell Rm.B
National Board Facilitators
 Beaufort
Administrators
 Jesse Fell Rm. C
Teacher Liaisons
AGENDA
What’s next?
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
5
• Lunch- Review cohort list (Google List)
• Team Collaboration / Review of Roles &
Responsibilities
• Goal Setting
6
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
FY17 PD
School List
• Debbie has shared a
Google spreadsheet
via email.
• Click on the tab for
your cohort and
check the
information in the
spreadsheet.
• If something is
incorrect, change it
and let one of the
presenters know that
you have edited the
spreadsheet.
AGENDA
What’s next?
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
5
• Lunch- Review cohort list (Google List)
• Team Collaboration / Review of Roles &
Responsibilities
• Goal Setting
6
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
QUICK REVIEW
 NB Guidelines for Ethical Candidate Support
 Professional Development Hours (PDHs)
 Candidates requesting to withdraw
 Partnership Agreement (NB Facilitator & Candidate)
 Roles and Responsibilities
 NB Professional Development School/District Team-
Planning Notes
Maintenance of Certificate
Administrator Responsibilities
 Communicate with Teacher Liaison, NBCT Facilitator
 Connect the NBPTS cohort goals to district goals
 Provide resources – location, copying…. & Problem solve as needed
 Be present during the sessions as a learner, supporter & participant
(minimum 1 session per semester)
 Monitor amount of additional work given to cohort members
 Ensure that all teachers attend sessions & submit the entry by May 2017
 Consider the future of the cohort (lead the charge) –
How will the cohort look in 1 - 2 - 3 years?
 Inform the district about the cohort
Teacher Liaison Responsibilities
 Complete the Communication Update after each session
 Communicate at least monthly with administrator
 Communicate with NBCT facilitator as needed
 Get feedback from candidates
 Help distribute materials / resources
 Help arrange details like location, food, copying
 Complete all responsibilities of the candidates
NBCT Facilitator Responsibilities
 Communicate with Teacher Liaison, Administrator
 Facilitate all sessions based upon NBRC support
 Get feedback from candidates
 Provide resources
 Keep group focused on goals
 Communicate with NBRC
 Address ethical issues
 Emphasize that candidates “own” the process ( Candidates are responsible
for calling 800- 22- teach or emailing NBPTS with questions)
 Jot down 3 -4 of your essential values on
Post-its
What values
are essential
to build a
successful
Leadership
Team?
 Put those Post-its aside
 We’ll get back to them later in the session
Venn Diagram
National
Board
Facilitator
Administrator
Teacher Liaison
Team Roles & Responsibilities
AGENDA
What’s next?
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
5
• Lunch- Review cohort list (Google List)
• Team Collaboration / Review of Roles &
Responsibilities
• Goal Setting
6
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
Cohort Goal
Setting
CREATING SCHOOL CHANGE
1.
2.
3.
Characteristics
of High-Quality
Professional
Development :
4.
5.
Alignment with school goals, state &
district standards & assessments, &
other professional learning activities
including formative teacher evaluation
Focus on core content & modeling of
teaching strategies for the content
Inclusion of opportunities for active
learning of new teaching strategies
Provision of opportunities for
collaboration among teachers
Inclusion of embedded follow-up and
continuous feedback
These characteristics of high-quality professional development are consistent with those identified by
researchers (e.g., Desimone, Porter, Garet, Yoon, & Birman, 2002; Garet, Porter, Desimone,
Birman, & Yoon, 2001) and organizations, such as Learning Forward—formerly the National
Staff Development Council (Darling-Hammond et al., 2009)—and the Council of Chief State
School Officers (Blank & de las Alas, 2009).
The Why Behind Goal Setting
 Abundant research and school evidence suggest
that setting (common) goals may be the most
significant act in the entire school improvement
process, greatly increasing the odds of success.”
Mike Schmoker
 What DOES provide results for improving
instruction & raising levels of achievement? A
team of teachers meeting regularly – and
continuously- to design, test and then adjust their
lessons & strategies in light of their results.
Rationale for Time Spent on Goal Setting
DuFour, DuFour, & Eaker (2008) wrote,
“One of the most pressing questions a school
must consider as it attempts to build the
collaborative culture of a PLC is not, ‘Do we
collaborate?’ but rather, ‘What do we
collaborate about?’” (p. 28). A lack of clarity on
intended results is a barrier to growth and
continuous improvement in schools.
Part 1:
Reflect
On &
Revise
Your
Goals
 Revisit the Impact Statement
written by your cohort
 How has your thinking changed
about the goals?
 Why / how do these goals become
integrated into the cohort
sessions during the year?
Impact Statement
Where Are We
Now?
What do we want
to accomplish as
a cohort?
What is our
Target goal?
How will we
know success
has occurred?
Step 1:
Cohort
Goal
Planning
 As a team, brainstorm areas that
you believe need improvement
 Use available data such as survey
data, observational data, student
work, test data…..
 Consider your school and district
goals
•
Write in
bullet form
 Revisit your cohort impact
statement
Brainstorm areas you believe need
improvement (use available data)
Examples –
•Articulation between grades and schools
•Writing across the curriculum
•Student Engagement
•Students using evidence based argument
•Adapting curriculum for ELL students
•Integrating curriculum across content areas
•Strategies for teaching close reading
Step 1:
Brainstorm
Areas You
Believe Need
Improvement
Step 1:
Brainstorm
Areas you
believe need
improvement
Step 2:
Cohort Goal
Planning
 Based on your needs and
desire to improve student
learning, what does your
cohort want to accomplish
this year?
 Revisit your cohort impact
statement
Based on your needs & desire to improve student
learning, what does your cohort want to
accomplish this year?
Example – take 1 - 2 of the items from your brainstormed list
Student Engagement
Develop systematic routines /procedures, and
instructional strategies to increase opportunities
for student engagement.
Step 2:
What does your
cohort want to
accomplish this
year?
Step 2:
What does your
cohort want to
accomplish this
year?
Step 3:
Cohort Goal
Planning
 Write a specific, measureable
goal for your cohort
 Specific &
strategic
 Measurable
 Attainable
 Results oriented
 Time Bound
 Revisit your cohort impact
statement
 How will you know success has
occurred?
 Specific &
strategic
 Measurable
 Attainable
 Results oriented
 Time Bound
Refine column two to create a smart goal:
Example:
By June 2016, Teachers will consistently use
student feedback, accountable talk strategies,
and student choice in designing a lesson series or
unit. This will be verified through specific
examples found in at least 2 videotaped lessons
and student surveys.
Cohort Goal Setting
Cohort Goals
Cohort Goals
Is the Goal
reasonable?
Cohort Goals
AGENDA
What’s next?
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
5
• Lunch- Review Cohort List (Google)
• Team Collaboration / Review of Roles &
Responsibilities
• Goal Setting
6
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
Team Planning
 Logistical Planning
 Problem Solving
 Questions
 Scenarios
Team Planning
 Clarify roles & responsibilities for each member
of your team
 Develop a skeleton timeline for your cohort
 Outline how you will communicate with one
another, determine how candidates will
communicate with each of you as needed
 Determine how you will manage resources &
logistics
 Discuss possible incentives
Scenario 1
 A couple of candidates routinely arrive late to cohort
sessions and because they have missed information, ask
questions that have already been addressed. The NB
facilitator feels obligated to answer their questions (so she
does), which makes the rest of the candidates frustrated
since they feel their time is being wasted.
 How should this be addressed?
 Who is primarily responsible for addressing this?
 How will the other members of the team support
him/her?
Scenario 2
 A candidate emails the NB facilitator indicating that she wants to
withdraw from National Board candidacy due to personal reasons. The
NB facilitator forwards the email to the Administrator and he responds
by saying that he can’t make her continue so if she wants to withdraw,
there is nothing he can do. The NB facilitator knows that the candidate
has completed at least part of a Component, and feels that she should
re-consider withdrawing.
 How should this be addressed?
 Who is primarily responsible for addressing this?
 How will the other members of the team support
him/her?
Scenario 3
 Despite repeated requests by the NB facilitator for candidates to bring
in a video to share, some candidates still have not done this. When she
asks them why they don’t have a video, they claim that they didn’t have
time, they are still working out the logistics of taping or the lesson they
want to video is part of a future unit. The NB facilitator is concerned
that these candidates are procrastinating and are going to fall behind in
the process. It is also affecting her ability to plan for sessions.
 How should this be addressed?
 Who is primarily responsible for addressing this?
 How will the other members of the team support
him/her?
AGENDA
What’s next?
1
• Introductions / Outcomes/ Resources
• How Did We Get Here?
2
• National Board Information
• Illinois Support System
3
• Keys to Cohort Success
• Breakout Session: Team Roles & Responsibilities
4
5
• Lunch- Review cohort list (Google)
• Team Collaboration / Review of Roles &
Responsibilities
• Goal Setting
6
• Team Planning & Problem Solving
7
• Closure
• Evaluation & Distribution of Materials
 Team sets a date to review, plan &
refine next steps
Important  NB Facilitator Training
August 4 & 5
Dates to
 First Cohort Session
Add to
Your
Calendar:
Between September 15-30
*Administrators will send the date/time/location to the
Cohort members
Questions?
Evaluation
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